2632-6779 (Print)
2633-6898 (Online)
Ulrich’s Periodicals Directory (ProQuest)
MLA International Bibliography
MLA Directory of Periodicals
Directory of Open Access Journals (DOAJ)
QOAM (Quality Open Access Market)
British National Bibliography
WAC Clearinghouse Journal Listings
EBSCO Education
ICI Journals Master List
ERIH PLUS
CNKI Scholar
Gale-Cengage
WorldCat
Crossref
Baidu Scholar
British Library
J-Gate
ROAD
BASE
Publons
Google Scholar
Semantic Scholar
ORE Directory
TIRF
China National Center for Philosophy and Social Sciences Documentation
Kanako Yamaoka
Ryukoku University, Japan
Abstract
ChatGPT, a natural language-processing tool that is trained with a vast number of human languages, allows users to engage in human-to-human-like conversations. To date, the motivational effects of sophisticated AI-powered and multifunctional chatbots on English as a foreign language (EFL) learners have not been fully explored. This study included 10 EFL students at a Japanese university who enrolled in massive open online courses (MOOCs) and used ChatGPT. The students’ comments on ChatGPT regarding its use and effects on their motivational aspects were qualitatively examined through open coding procedures, and the findings suggested that students were motivated and experienced decreased anxiety. Furthermore, the students showed that although ChatGPT could motivate them through private learning assistance, it could also reduce students’ confidence if not used appropriately.
Keywords
Motivation, ChatGPT, MOOCs, qualitative analysis